FS 2 EPISODE 2

Learner Diversity: Developmental Characteristics, Needs, and Interests

OBSERVE, ANALYZE, REFLECT

Activity 2.1: Observing Learner Characteristics at Different Stages

OBSERVE

An Observation Guide for the Learner’s Characteristics

Physical

1. Observe the students gross motor skills: how they carry themselves, how
they move, walk, run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Answers:
 The preschoolers, they love to move around, playing, drawing and
different activities that involves movements that makes them more active.
The elementary students, they active and energetic. They started to be
with their peers. While the high school students are can easily lose their
interest to the things that being repeated. And they are friendlier.
 The preschoolers they are clumsy and brisk. The elementary students are
energetic and active. And the high school students are known how to
dance.
 The preschoolers, they love to draw and write but it is not organized and
needs improvement. The elementary students know how to draw and write
which is more organized. While the high school students have more
beautiful works than the preschoolers and elementary students.
Social

1. Describe how they interact with teachers and other adults.

2. Note how they interact with their peers? What do they talk about? What
are their concerns?
Answers:
 The preschooler can interact with their teacher without hesitation. The
elementary students they interact with self-confidence. While the high
school students are more likely to talk with their teachers.
 The preschoolers they like to interact with their friends but easily got
trouble. They talk about the things they seen, heard and other does. The
elementary students are also like to interact with their peers actively and
they are more curious different things. While the high school students,
friendlier especially with their peers and they talk about different things
and they feel excitements for knowing different things.
Emotional
1. Describe the emotional disposition or temperament of the learners.
(happy, sad, easily cries, mood shifts)
2. How do they express their wants/needs?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behaviour. Are they
self-conscious?
Answers:

 The preschoolers can easily change their moods and cries when they’re
sad or upset. The elementary students are moody. If they’re sad, they are
quiet. If they’re happy, they are active. While the high school students,
they get easily annoyed if someone teases his/her.
 The preschoolers show their need by saying it to their parent or teacher
but if they don’t get it they can make them easily angry or cry. The
elementary students, sometimes they can’t express the things they need.
They chose to stay to the corner and become quiet. While the high school
students, they express also their need through saying or action.
 For preschoolers’ frustration it may cause for them to cry or annoyed. The
parents are the one can help them to get over the feeling of frustration.
For elementary students, frustration can make them feel that they are
useless but sometimes they can realize such thing help them to strive
more to have achievement. While for the high school students,
 Preschoolers they started to develop their self-confidence through
socializing with their peers and they don’t care their looks even the dirt.
Elementary students are can express their feeling with limitation. While
high school they can handle their feelings.
Cognitive

1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidences of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed
problem solving abilities.
Answers:

 The preschoolers, they are using tagalog but they are not fluent on
speaking. The elementary students can communicate with their teacher
either in vernacular or English. While the high school students can speak
English fluently.
 The preschoolers, they are not being able to figure out things alone. The
elementary students, they can figure out small things. While the high
school students have the different understanding on different things.
  The preschooler it is not easy for them to solve problem or they can even
solve such problem. The elementary students, they can solve easy and
some difficult problems. While the high school students, they can make
their own decisions and solve their own problem.

LEARNERS’ DEVELOPMENT MATRIX

PRESCHOOLER ELEMENTARY
HIGH SCHOOL
DEVELOPMENT Age range of Age range of
Age range of students
DOMAINS children observed : pupils observed :
observed : 12-14
3-5 8-10
PHYSICAL
Gross-motor
skills Moves freely; runs Moves, runs, walk Their actions are done
without attention with deliberation. deliberately. Could
on who and what They would now write legibly, read with
they will bumped pay attention on comprehension and
Fine-motor skills with; not so in whom/ what they some can draw well.
writing, drawing, will hit if they will
usually made of move so fast. Very
lines. active, can write
and draw already.
Self-help skills

Others
SOCIAL
Interaction with Some of the They respect their Listens attentively but
teachers student’s answer teacher and could sometimes engaged in
needs to follow up follow their talking with their
by the teacher. instructions well. seatmates. Teachers
Interaction with Always ask They share ideas are well respected.
classmates / questions and and stories that Choose friends whom
friends seek the help of build their self- they get along well,
the teacher when confidence. where they could
they didn’t Talking and share similar
Interests understand the sharing their experiences.
lesson experience.
others
EMOTIONAL

Moods and
temperament, Mostly stubborn, Stubborn but
expression of shows their behaves when They could hide their
feelings emotions when scolded with the feelings (mood
they feel like teacher. Express swings). They could
crying, laughing feelings but with handle their emotions
out loud when they limitations. now. Ashamed of
Emotional are happy. Emotions are showing their feelings
independence Express emotions expressed on their in public.
freely, saying thing closest friends.
without proper
thinking.
Others
COGNITIVE Simple words can Can talk and
Communication be expressed, but communicate well. Talks with sense.
skills some can’t be Words are well Ideas are expresses
pronounced well or pronounced and freely, communicates
clearly. Ideas clear. Ideas are well. Their opinions are
Thinking Skills mostly came from being expressed mostly based from
their experiences. with the sense and their experiences and
Problem solving thought. Good the teaching they
Problem-solving always depending enough in solving gathered.
skills from the teacher. problems.

ANALYZE

SALIENT IMPLICATIONS TO
LEVEL CHARACTERISTI THE TEACHING-
CS OBSERVED LEARNING PROCESS

Therefore, the teacher

Pre-schoolers like
should use visual aids
pictures. They like
and instructional
PRESCHOOL to listen to stories
materials that would
Age range of learners: 3- and could be
catch their attention like
5 easily motivated by
pictures, flash cards,
pictures and
drawing that are
drawing.
colourful.
Teachers should impose
These pupils are rules and guidelines to
now independent. make teaching- learning
ELEMENTARY They could do their process effective.
Age range of learners: 8- assigned tasks Discipline of the
10 and could listen students especially in
attentively to the their study habits should
teacher. be imposed to develop
good attitude values.
Therefore, teachers
Very observant.
should act and behave
Could speak well
HIGH SCHOOL accordingly for they will
and talk with
Age range of learners: be the model of the
sense. Can read
12-14 students in the
using their eyes
development of right
only.
attitudes and values.

REFLECT

1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or differences do
you have with the learners that you observed?
 I recalled my experiences when I was just the same with their age, I
am also fond of playing and talking a lot with my seatmates but it is
still connected to the lesson and sometimes get scolded with the
teacher because of not paying attention. But, I differ from them
because I focus on my studies and I’m not ashamed of showing my
talents and learning about my past experiences.
 2. Think of a teacher/s you cannot forget for positive or negative reasons.
How did she/he help or not help with your needs (physical, emotional,
social, and cognitive)? How did it affect you?
 Ms. Laarni Villaruel is my high school teacher in TLE Bread and
Pastry Production NC II. She knows my journey and the things that
I sacrificed. She really inspired and motivated me in all the
challenges I faced. Her lessons are inculcated in my heart and she
is one of my inspirations and my role model of what a good teacher
is.
3. Share other insights here.
 Teaching is both a vocation and mission. Responding to God’s call
is not a simple task and gets even harder. When you will do the
mission of being the catalyst for change. Yet, touching one’s life is
priceless and molding them into the best of what can be is the
hardest job, but rewarding and fulfilling.

Link Theory to Practice:

1. A 14 year old felt ignored by her crush whom she believes is her one true
love. She is crying incessantly and refuses to listen and accept sound
advice that the teacher is offering here refusal to accept is because.
AA. She thinks what she feels is too special and unique, that no one has
felt like this before
B. The teenager’s favorite word is “no”, and she will simply reject
everything the teacher says
C. 14 year olds are not yet capable of perspective taking and cannot
take the teacher’s perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor
skills of the 4 year olds .Which of the following should be best to consider?
A. Provide daily coloring book activities
B. Ask the children to do repeated writing drills every day
C. Encourage children to eat independently
D. Conduct a variety of fun and challenging activities involving hand
D
muscles daily

3. Science Teacher Ana showed her class a glass of water with an egg in it.
She asked the class: “what happens to the egg if I add three tablespoon
salt to the glass of water?” This is hypothesis formulation. What can you
infer about the cognitive development stage of Teacher Ana’s class?
A. Formal operational stage
B. Concrete Operational Stage
 C. Pre-operational stage
D. Between concrete and operational stage
D

Show Your Learning Artifacts:

Which is your favourite theory of development? How can it guide you as a

future teacher? Clip some readings about your favourite theory and paste them
here.

ERIK ERIKSON’S THEORY

Stage Psychological Crisis Basic Age
Virtue
1 Trust vs Mistrust Hope Infancy (0-1)
2 Autonomy vs Shame Will Early Childhood (1-3)
3 Initiative vs Guilt Purpose Play Age (3-5)
4 Industry vs Inferiority Competency School Age (5-12)
5 Ego identity vs Role confusion Fidelity Adolescence (12-18)
6 Intimacy vs Isolation Love Young Adult (18-40)
7 Generation vs Stagnation Care Adulthood (40-65)
8 Ego integrity vs Despair Wisdom Maturity (65 below)

As a future teacher, it will guide me to become more flexible in teaching in

a way that my students can actively participate. This theory can also help me to
choose the right strategy of teaching that can make my lesson conducive. Since
now, we have diverse learners I should be careful of what materials and teaching
method/ strategy to make my students feel comfortable and enjoy the lesson.